Gamification: separating fact from fiction (Kapp, 2014)
Four myths have developed about gamification as a learning delivery method.
Understanding the truth will determine how, or if, companies should integrate gamification
into strategic learning plans.
Gamification is a tool in learning professionals’ tool kit with advantages and disadvantages in
different situations and environments. Simply, gamification is an emergent approach to
instruction. thanks to the hype and misinformation swirling around this learning delivery
method, four popular myths have developed.
Myth one: gamification and games are the same
Game-based learning uses an actual game to teach knowledge and skills. A learning game
is a self-contained unit with a definitive start, game play and ending, and there is a ‘win
state’. It is often used as a one-time instructional event to provide formal learning either
online or within a classroom.
Gamification, on the other hand, only uses a few game elements. Learners don’t play a
game from start to finish; they participate in activities that include video or mobile game
elements. It does not typically occur in a classroom, but it is often delivered to a learner’s
computer, tablet or smartphone. The content is usually distributed over time, and is not
meant to be learned in one setting. Content for gamification varies but is often focused on
safety policies, product specifications, customer service etc.
Myth two: gamification alienates older learners
It is a myth that people of a certain age do not like games and, therefore, will not like
gamification. It is also not true that everyone under 30 will like all games and gamification
efforts. There is no single training approach that every employee is going to embrace.
Companies can use gamification with employees of all ages on a range of topics. The
average age of employees within a workforce is not an accurate barometer of whether an
organization should employ gamification in its learning strategy. A better barometer is to look
at what type of content needs to be learned and how often it needs to be reinforced and
practiced to have the desired bottom-line impact.
Myth three: there is no science behind gamification
The most effective gamification platforms use two learning practices: retrieval practice and
spaced retrieval. Combined, these techniques provide a strong foundation to increase
learning and retention.
Retrieval practice requires learners to recall information rather than re-read or re-listen to the
material. It tests the learner to help improve content recall and retention. Research dating
back as far as 1907 supports use of retrieval practice as an instructional method. Spaced
retrieval provides learners with content spaced over time rather than all at once. When
learners receive content on a daily or weekly basis and are quizzed on that content with
some additional game elements, the effect is long-term retention and knowledge application.
This is also academically proved.
Myth four: gamification is about points, badges and leaderboards
The least exciting element of any game is the points, badges or leaderboards. People don’t
, play a game just for points, they play for mastery, to overcome challenges and to socialize
with others. The most effective gamification efforts include more than points and badges -
they contain elements of story, challenge and feedback.
Gamification can provide an edge in learning delivery when it is designed, developed and
deployed properly. Learning leaders must understand desired learning outcomes, and
structure gamification efforts as an integral part of a larger strategy.
Wat werkt (niet) in het reken-wiskundeonderwijs?
Review van wetenschappelijk onderzoek naar de samenhang tussen het
onderwijsleerproces en reken-wiskundeprestaties van leerlingen in het basisonderwijs.
Four myths have developed about gamification as a learning delivery method.
Understanding the truth will determine how, or if, companies should integrate gamification
into strategic learning plans.
Gamification is a tool in learning professionals’ tool kit with advantages and disadvantages in
different situations and environments. Simply, gamification is an emergent approach to
instruction. thanks to the hype and misinformation swirling around this learning delivery
method, four popular myths have developed.
Myth one: gamification and games are the same
Game-based learning uses an actual game to teach knowledge and skills. A learning game
is a self-contained unit with a definitive start, game play and ending, and there is a ‘win
state’. It is often used as a one-time instructional event to provide formal learning either
online or within a classroom.
Gamification, on the other hand, only uses a few game elements. Learners don’t play a
game from start to finish; they participate in activities that include video or mobile game
elements. It does not typically occur in a classroom, but it is often delivered to a learner’s
computer, tablet or smartphone. The content is usually distributed over time, and is not
meant to be learned in one setting. Content for gamification varies but is often focused on
safety policies, product specifications, customer service etc.
Myth two: gamification alienates older learners
It is a myth that people of a certain age do not like games and, therefore, will not like
gamification. It is also not true that everyone under 30 will like all games and gamification
efforts. There is no single training approach that every employee is going to embrace.
Companies can use gamification with employees of all ages on a range of topics. The
average age of employees within a workforce is not an accurate barometer of whether an
organization should employ gamification in its learning strategy. A better barometer is to look
at what type of content needs to be learned and how often it needs to be reinforced and
practiced to have the desired bottom-line impact.
Myth three: there is no science behind gamification
The most effective gamification platforms use two learning practices: retrieval practice and
spaced retrieval. Combined, these techniques provide a strong foundation to increase
learning and retention.
Retrieval practice requires learners to recall information rather than re-read or re-listen to the
material. It tests the learner to help improve content recall and retention. Research dating
back as far as 1907 supports use of retrieval practice as an instructional method. Spaced
retrieval provides learners with content spaced over time rather than all at once. When
learners receive content on a daily or weekly basis and are quizzed on that content with
some additional game elements, the effect is long-term retention and knowledge application.
This is also academically proved.
Myth four: gamification is about points, badges and leaderboards
The least exciting element of any game is the points, badges or leaderboards. People don’t
, play a game just for points, they play for mastery, to overcome challenges and to socialize
with others. The most effective gamification efforts include more than points and badges -
they contain elements of story, challenge and feedback.
Gamification can provide an edge in learning delivery when it is designed, developed and
deployed properly. Learning leaders must understand desired learning outcomes, and
structure gamification efforts as an integral part of a larger strategy.
Wat werkt (niet) in het reken-wiskundeonderwijs?
Review van wetenschappelijk onderzoek naar de samenhang tussen het
onderwijsleerproces en reken-wiskundeprestaties van leerlingen in het basisonderwijs.
